How Do Hate Crimes Impact People and Communities?

This mini-lesson includes:

• 3 activities
• 1 explainer

A hate crime is a crime that is motivated, at least in part, by bias. At the federal level, hate crimes include crimes that are committed because of the victim’s real or perceived race, color, religion, national origin, sexual orientation, gender, gender identity, or disability. Most states have hate crime laws as well, and the characteristics protected by state laws vary. For example, New York includes age in addition to all the characteristics listed above, while Alabama includes only race, color, national origin, and disability. While collecting information is challenging, the overall number of hate crimes appears to be increasing in the United States. ¹

Some actions that are motivated by hate do not meet the legal definition of a hate crime, but these acts of hate are still harmful to victims. For example, hate speech includes words or symbols that are intended to degrade, humiliate, or spread hatred against an individual or group of people because of their characteristics or identity. Because speech is protected by the US Constitution unless it causes immediate danger, most hate speech is legal. However, even when it is allowed by the law, it can still harm those it targets and make it more likely that people will commit hate crimes.

Nearly two-thirds of hate crime assaults are committed by people under the age of 25. While most people who commit hate crimes are not members of hate groups, they are often influenced by the hateful ideas these groups spread. ² The researchers Jack McDevitt, Jack Levin, Jim Nolan, and Susan Bennett divide hate crimes into four different types depending on what motivates the people who commit them. Hate crimes sometimes fall under more than one of these categories. The following is a description of the categories the researchers developed.

Type 1: The most common type of hate crime is committed by a group of perpetrators, often teens or young adults, who are seeking excitement and to feel momentarily powerful. They select victims from a different identity group that they believe are vulnerable. According to the researchers, this type of hate crime can involve the following people:

• A “leader” who instigates the crime and may demonstrate more bias than other group members
• A “fellow traveler” who participates in the crime
• An “unwilling participant” who does not actively participate in the crime but does not attempt to stop it
• A “hero” who attempts to stand up against the crime and stop it

Type 2: The perpetrators of this type of hate crime believe that the victim is invading “their” space or taking resources that should be reserved for their own identity group. The perpetrators may be influenced by conspiracy theories or hate speech, and they are often teens or young adults.

Type 3: The perpetrators of this type of hate crime believe that a hate crime was committed against their own identity group. They seek out a victim from the group they believe was responsible. The perpetrators may be influenced by conspiracy theories or hate speech, and they are often teens or young adults.

Type 4: This type of hate crime is the least common but most deadly. Perpetrators believe that they are “crusaders” and are deeply committed to their prejudiced beliefs. They seek to eradicate the group they target and often kill multiple people at once. The perpetrator usually commits the crime alone but is often influenced by—or a member of—a hate group. These perpetrators are usually young adults or adults.

Hate crimes can have a devastating impact, not only on survivors of the crimes but also on people who share—or are perceived as sharing—an aspect of their identity with the victim and on the health of communities as a whole. According to the American Civil Liberties Union, a hate crime “is more than an assault on the victim’s physical well-being. It is an assault on the victim’s essential human worth. A person who has been singled out for victimization based on some group characteristic—such as race, religion, or national origin—has, by that very act, been deprived of the right to participate in the life of the community on an equal footing for reasons that have nothing to do with what the victim did but everything to do with who the victim is.”

• 1Brian Levin et al., “Report to the Nation: 2020s – Dawn of a Decade of Rising Hate,” Center for the Study of Hate and Extremism, California State University, San Bernardino (2022).
• 2Jack McDevitt, Jack Levin, Jim Nolan, and Susan Bennett, “Hate Crime Offenders,” in Hate Crime: Concepts, Policy, Future Directions, ed. Neil Chakraborti (Willan, 2011).

In this unit, students will encounter descriptions of hate crimes and their impacts on people and communities. While we have chosen examples that we believe convey the seriousness of these crimes without being overly graphic, this topic is emotionally challenging and can elicit a range of emotional responses from students. We can’t emphasize enough the importance of previewing the resources in this curriculum to make sure they are appropriate for the intellectual and emotional needs of your students.

It is difficult to predict how students will respond to such challenging content. One student may respond with emotion to an account or source, while others may not find it powerful in the same way. In addition, different people demonstrate emotion in different ways. Some students will be silent. Some may laugh. Some may not want to talk. Some may take days to process difficult stories. For some, a particular firsthand account may be incomprehensible; for others, it may be familiar.

We urge teachers to create space for students to have a range of reactions and emotions, while also holding students accountable to your class norms. This might include allowing time for silent reflection or writing in journals, as well as facilitating structured discussions to help students process content together. Some students will not want to share their reactions to emotionally challenging content in class, and teachers should respect that in discussions. For their learning and emotional growth, it is crucial to allow for a variety of student responses to emotionally challenging content.

Read the following two crime scenarios as a class:

Scenario 1: A woman drives to the grocery store and parks her car outside. When she comes out again, her car windows have all been smashed. Nothing is stolen. The perpetrator is arrested and tried for property destruction. There is no evidence that the attack was motivated by bias.

Scenario 2: A woman drives to the grocery store and parks her car outside. When she comes out again, her car windows have all been smashed, and the car is spray-painted with a racial slur that targets her identity, as well as the phrase “You don’t belong here.” Nothing is stolen. The perpetrator is arrested and tried for a hate crime as well as property destruction.

Ask your students:

• How might both of these crimes impact the victim in similar ways?
• How might the impact on the victim be different between these two crimes?

Ask your students to read through the three quotes in section 2 (“How Do Hate Crimes Impact People and Communities?”) of the explainer in their small groups. Students should discuss the questions that follow each quote:

• Quote 1: Why do you think the two men said they would be less afraid if the perpetrator had burned a sports flag instead of their gay pride flag?
• Quote 2: How can hate crimes make it difficult for the victims to feel like full participants in their communities?
• Quote 3: How can hate crimes impact people who were not directly targeted but who do share an aspect of their identity with the victim?

When students have finished discussing in their groups, ask for volunteers to share aspects of their discussion with the class.

Ask students to write their response to the following question on an exit ticket:

• How can hate crimes make it more difficult for the people who are impacted to feel a sense of belonging in their communities?

In addition to the examples in section 2 of the explainer that students read in Activity 2, ask your students to read and discuss the following examples from news stories:

1. Flayton [who is 20] sometimes takes off his yarmulke [small round cap] when he goes out on the streets in New York. He’s seen the attacks against people in his own Brooklyn neighborhood, people targeted for being visibly Jewish, and takes the decision with a heavy heart. “At the end of the day, I don’t want to get attacked on the train,” he says. ¹
   
   Reflect: How do hate crimes targeting Jews impact the way Flayton feels able to express his identity in public?
2. Chris Kwok is a board member of the Asian American Bar Association of New York. In 2021 he described his reaction to the increase in hate crimes targeting people of Asian descent in New York City that occurred during the pandemic. 

   “The political and social invisibility of Asian-Americans have real-life consequences,” Mr. Kwok said. “The invisibility comes from Asian-Americans being seen as permanent foreigners — they can’t cross that invisible line into becoming real Americans.”

   Several highly publicized incidents early in the pandemic were not handled as hate crimes, Mr. Kwok said. If they had been, it “would have sent a signal that this was unacceptable and that if you were going to target Asian-Americans, there would be consequences,” he said. ²

   Reflect: If the incidents targeting Asian Americans that Chris Kwok mentions were prosecuted as hate crimes, what messages about belonging would that send?

• 1Mallory Simon, “Not just neo-Nazis with tiki torches: Why Jewish students say they also fear cloaked anti-Semitism,” CNN, July 1, 2021.
• 2Alexandra E. Petri and Daniel E. Slotnik, “Attacks on Asian-Americans in New York Stoke Fear, Anxiety and Anger,” New York Times, October 15, 2021.